The philosophy of Francis Bacon has an important and often overlooked place in the development of American political thought. John Dewey cites Bacon as the forefather of his own highly influential philosophical school, American pragmatism. I argue that, though Dewey is in many ways correct to look to Bacon as his predecessor, he overlooks or collapses certain crucial tensions in Bacon’s philosophical project. This causes Dewey to misinterpret the political implications of the philosophic project to which he himself is an heir. By exploring the tensions that Bacon maintains, and Dewey collapses, between human knowledge and human power, science and democracy, and progress in the sciences and progress within states, I hope to shed light on the true implications of Bacon’s philosophical project for American political thought. / text

<p>John Dewey föddes år 1859, samma år som Charles Darwin bröt ny mark för människan genom sin Theory of Species. Genom Darwin skulle grunden för det kollektiva mänskliga tänkandet och förståelsen av oss själva aldrig förbli detsamma. För Dewey precis som för Darwin är det förståelsen av människan och hennes värld som är det intressanta.</p><p>Denna uppsats är en närläsning av Deweys verk Demokrati och utbildning som publicerades för första gången 1916. Verket som är skrivet på tidigt 1900-tal har haft ett stort inflytande på pedagogiskt tänkande generellt, men är också ett av de verkligt intressanta arbetena rörande människan och utbildningens roll för det demokratiska samhället. Verket är av idémässigt fundamental betydelse för den filosofiska tanketradition som kallas pragmatism då Dewey fångar upp den bärande idén om människan i samhället som en del av världen och som beroende av en bra utbildning.</p><p>Uppsatsen har för avsikt att förmedla och tolka de tankegångar som Dewey låter framträda i Demokrati och utbildning. Arbetet har resulterat i de sex tematiska delarna som är ordnade under rubrikerna; Utbildningens demokratifunktion, Individens kunskap om världen, Att tänka, Kunskapsteori, Moral samt Deweys filosofibegrepp. Olika teorier om sanning presenteras och pragmatismens sanningsteori behandlas. Avslutningsvis konstateras att det som vi idag ser som filosofi en gång startade genom utbildning och att den pragmatiska filosofin i första hand påverkar samhället genom utbildningen.</p> / <p>John Dewey was born in 1859. That same year Charles Darwin published his Theory of Species. After Darwin, the understanding of human and human thinking of itself never again would be the same. For Charles Darwin and John Dewey the understanding of human and humans role in the world is the most interesting and important part of knowledge.</p><p>This essay is a reading of Deweys Demokracy and Education witch first was published in in the year of 1916. The main part of this work is in the six parts; The education and its democracy principle, The individualls knowledge of the world, to think, theory of knowledge, moral and Dewey´s philosophy.</p><p>The essay will also explain that the work of Dewey (Democracy and Education) has a huge impact on philosophy in the arena of education. It is also very important for the American philosophy called Pragmatism formed and grunded by Dewey, William James and Charles Sanders Peirce.</p><p>The work was written in the early 20th century and catch the idea of human need and hunger for education and also the importance of good education for the society in witch humans as individualls in groups are living. A number of theories of truth is represented and the philosophy called Pragmatism is represented as having it´s own theory of truth.</p>

Dans ce mémoire, nous nous intéressons à la philosophie pragmatiste sous l'angle particulier de l'épistémologie. Nous cherchons avant tout à rendre compte de l'apport historique important du pragmatisme classique (James et Dewey) pour un tel chantier. Sur le fond, l'objectif est cependant plus ambitieux: nous cherchons à étudier les conséquences épistémologiques des principales thèses pragmatistes sur les plans métaphysique et anthropologique. Nous faisons l’hypothèse que les positions métaphysiques et anthropologiques du pragmatisme ouvrent ultimement sur une posture épistémologique dite «pluraliste» qui implique la reconnaissance d'une pluralité de manières d'interpréter et d'expliquer le monde. Dans un premier temps, nous étudions les fondements de la «théorie spéculaire de la connaissance» qui a été formalisée par Platon et qui, en gros, est restée collée à la tradition philosophique occidentale, laquelle conçoit l’esprit comme un «miroir» nous permettant de nous représenter exactement le monde extérieur et la science comme la discipline par laquelle cette représentation est rendue possible. Dans notre second chapitre, nous étudions le renversement qu’opère le pragmatisme sur ces questions en fouillant les fondements métaphysiques, biologiques et psychologiques à partir desquels s’est élaboré son projet critique et constructif. Nous rendons aussi compte de la «théorie pragmatiste de la connaissance» afin d’expliciter clairement ce qui la caractérise et la différencie d’une doctrine comme celle qui est défendue par la tradition rationaliste. Enfin, dans notre troisième et dernier chapitre, nous répondons à notre question et notre hypothèse de recherche à partir d’une explication «pragmatiste» du concept de vérité. Nous démontrons, en outre, que les résultats obtenus approfondissent et fortifient l’hypothèse de départ. Nous concluons finalement en faisant part de l’actualité que revêt encore pour nous aujourd’hui le pragmatisme.

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Classifications are a crucial part of Library and Information Science (LIS). Classifications aim to organize information, making it easy to retrieve and access. Scholars have criticized the practice of organizing knowledge and the construction of classification systems, claiming it represents some phenomenon while leaving others out. According to some scholars, the practice of classification will always be bias, since it builds upon a subjective kind of worldview. This thesis – Abortion, pregnancy and childbirth in Dewey Decimal Classification – The representation of women in a normative system - focuses on the Dewey decimal classification system (DDC) and its representation of women, in relation to social and medical aspects. Three terms, traditionally linked to women, have been chosen; Abortion, Pregnancy and Childbirth. The three terms have been analyzed in three editions of the DDC to give an overview of a linear development of the representation of women in DDC. The editions are the 8th from the year 1913, the 12th abridged version from the year 1990 and finally the current upgraded version of the 23rd Swedish WebDewey. The question this thesis aims to answer is 1) How does the representation of women manifest in the chosen editions of DDC, in relation to terms linked to social and medical aspects? and 2) What kind of differences appear in the transfer of the international versions of the DDC to a Swedish social context? The editions of DDC are analyzed with the theoretical concept of the Swedish historian Yvonne Hirdman and the method of critical text analysis. Based on this, this thesis concludes that 1) the representation of women in DDC is inadequate and 2) the social aspects of the representation of women has undergone the greatest change in the transfer of the international version of the DDC to the current Swedish version.

This dissertation explores the roots, growth, and significance of vocal music activities in Iowa's rural schools and communities, from roughly 1900 to 1940. Specifically, it analyzes the development of rural school choirs, sponsored by Iowa State Teachers College (ISTC), and the development of extension music outreach, sponsored by Iowa State College (ISC). Functioning as the state's sole state normal school, ISTC had primary responsibility for training the state's teachers, including its rural teachers. Part of ISTC's outreach to rural teachers entailed teaching them how to teach vocal music, a relatively new subject required in Iowa's public schools. From this outreach grew rural children's choirs, comprised of students who passed competency tests and performed for local and state events. Functioning as the state's land-grant institution, ISC conducted extension activities in local communities from fairly early in its history. Eventually, 4-H programming for girls, home demonstration projects for women, and Iowa Farm Bureau Federation (IFBF) activities came to incorporate music study and eventually performance. The highpoint of the musical activities associated with ISC came in 1934-1935, when girls' 4-H clubs and farmwomen's groups studied and then performed the opera, The Bohemian Girl. With calls for the revitalization of rural communities through increased recreational opportunities and the rededication of country schools as community social centers throughout the early decades of the twentieth century, vocal music activities in Iowa's schools and communities came to play a key role in building up and sustaining a sense of community in Iowa's rural neighborhoods. Because both ISTC-supported rural choirs and ISC-supported music outreach grew out of and had an impact on participants' communities, this dissertation provides a sense of the social and economic changes occurring in rural Iowa during the early decades of the twentieth century. This dissertation draws on John Dewey's writings about art in order to delve more deeply into the connection between the fine arts and community.

Orientador: Walter Moreira / Banca: Edberto Ferneda / Banca: Rogério Aparecido Sá Ramalho / Resumo: Aborda sobre as relações conceituais que se mostram presentes em todos os sistemas de organização do conhecimento. Ao organizar o conhecimento, delimita-se classes e cada classe desempenha relações com outras classes. Neste contexto, inserem-se a Classificação Decimal de Dewey (CDD) e as ontologias como forma de organizar o conhecimento físico e digital, respectivamente. Partindo-se do pressuposto de que os sistemas de organização do conhecimento se complementam, o objetivo geral desta pesquisa é o de comparar o modelo das relações conceituais presentes nos sistemas de classificação com o modelo de relações conceituais presentes nas ontologias. Para tanto, tomou-se como objeto de análise a classe 590 da CDD sobre Animais, e a BBC Wildlife Ontology e, assim, foram definidos como objetivos específicos: Compreender os tipos de relações conceituais e suas características; Analisar as relações conceituais da classe 590 da CDD; Investigar a consistência das relações conceituais na BBC Wildlife Ontology; Realizar análise comparativa sobre os tipos de relações conceituais identificados na CDD e na BBC Wildlife Ontology; Criar um modelo de ontologia que sintetize os dois sistemas de organização do conhecimento analisados para fins de sistematização. Para a realização desses objetivos adotou-se, em síntese, os seguintes procedimentos metodológicos: 1) coleta de dados a partir da literatura da área; 2) análise das relações conceituais da classe 590 da CDD; 3) análise das relações concei... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: It deals with the conceptual relations that are present in all Knowledge Organization Systems. When knowledge is organized, classes are delimited and each class performs relationships with other classes. The Dewey Decimal Classification (CDD) and the ontologies are inserted in this context as a way of organizing the physical and digital knowledge, respectively. Assuming that the Knowledge Systems Organization complement each other, the general objective of this research is to compare the model of the conceptual relations present in the classification systems with the model of conceptual relations present in the ontologies. Therefore, the CDD class 590 about Animals and the BBC Wildlife Ontology were taken as the object of analysis and thus were defined as specific objectives. To understand the types of conceptual relationships and their characteristics; to analyze the conceptual relationships of class 590 of the CDD; To investigate the consistency of conceptual relationships in the BBC Wildlife Ontology; To conduct a comparative analysis of the types of conceptual relationships identified in the CDD and the BBC Wildlife Ontology; To create an ontology model that synthesizes the two Knowledge Organization Systems analyzed for systematization purposes. In order to achieve these objectives, the following methodological procedures were adopted: 1) data collection from the literature of the area; 2) analysis of the conceptual relationships of class 590 from CDD; 3) analysis of con... (Complete abstract click electronic access below) / Mestre

I offer an interpretation of John Dewey and Reinhold Niebuhr that highlights the role of virtue in the visions of democracy that both writers articulated. Based on this interpretation, I argue that Dewey and Niebuhr both implied that virtue is necessary for democracy to thrive, despite the fact that they spent much of their careers in intellectual conflict with each other. Specifically, I claim that they were both committed to the value of humility and mutuality for democratic society. Humility and mutuality are virtues with profound importance for democracy that logically flow from Dewey's framework of American pragmatism and Niebuhr's Augustinian Christian theology. I argue that their ironic and unnoticed commitment to humility and mutuality as democratic virtues helps us to understand their shared critique of capitalism. For Niebuhr and Dewey, the democratic self stands in contrast with the capitalist self: the moral agent required and rewarded by capitalism is one who is severely deficient in humility and mutuality. I contend that the conception of democratic virtue that Dewey and Niebuhr shared, which informed their common critique of capitalism, led them to revise socially-inherited notions of property ownership, enact political solidarity with the working class, and support the struggles of labor unions. This virtue-ethical interpretation demonstrates that two writers with deeply conflicting worldviews can both hold that democracy and capitalism are irreconcilable at the level of the moral agent.

<p>Dewey och Piaget menade att undervisningen måste organiseras så att eleven står i centrum. Elevens intressen och behov måste få styra innehållet i undervisningen. Problemlösning, individualisering, undersökande arbetssätt och medbestämmande var saker de förespråkade. Det tematiska arbetssättet är ett försök att organisera undervisningen utifrån en ämnesövergripande rubrik istället för att utgå från de klassiska ämnena. I mitt examensarbete har jag gjort ett försök att beskriva hur man inom ett arbetslag på en skola arbetat med tema, vilka problem man haft, vilka de stora skillnaderna mellan tema och traditionell undervisning är och vilka kunskaper man når. Först sammanfattar jag några av de viktigaste tankarna i Dewey och Piagets teorier och sedan presenterar jag resultatet av mina fem lärarintervjuer i form av en kategorisering.</p>

<p>Arbetet handlar om huruvida man kan få till ett meningsfullt lärande genom att använda sig av metoden PBL, problembaserat lärande, i grundskolan. Jag gör en kort presentation av lärande under 1900-talet för att därefter koncentrera mig på tre pedagoger, Marton, Säljö och Dewey. Utifrån dessa tre pedagogers syn på lärande undersöker jag PBL. Jag beskriver hur metoden PBL fungerar och hur den är uppbyggd. Mycket i PBL överensstämmer med vad Marton, Säljö och Dewey anser vara ett lärande som ger bra resultat. Som motvikt har jag tagitmed Inger Enkvist som står för en helt annan syn på hur skolan ska arbeta.</p>